A faculty workshop was conducted that showcased assessment activities that could be incorporated into undergraduate and graduate geology courses. Fourteen different types of student assessment were presented. Workshop participants were asked to respond to questions about their familiarity and use of each type before and immediately following the workshop. In addition, they were asked to indicate how likely they would be to incorporate each type of assessment in their student grading practices in the future. Results suggest relatively high familiarity and use of the more traditional types of assessments (e.g., instructor- and commercially-produced pencil and paper exams, group projects, and presentations); however, most of the workshop participants indicated that they had no experience in using some of the more non-traditional types of assessments (e.g., performance/skills tests, community-based projects, and portfolios). Nonetheless, after attending the workshop, participants revealed a moderate intent to utilize these non-traditional means in their future classroom assessment practices, whereas faculty members who did not attend the workshop were more likely to incorporate commercially produced exam materials in their assessment of student learning.